A test of the efficacy of field trip and discussion approaches to teaching integrated science within a constructivist flavour

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
1
A Test of the Efficacy of Field-Trip and Discussion Approaches to
Teaching Integrated Science within a Constructivist Flavour
T. B. Igwebuike 1
Ph.D Rachel Atomatofa 2
1. School of Education, College of Education, Warri, Delta State, Nigeria
2. School of Education, College of Physical and Health Education, Mosoga, Delta State –
Nigeria.
Corresponding Author e-mail: beluolisa2005@yahoo.com
Abstract
Discussion method of instruction and field trips, by their nature can be adjudged interactive teaching approaches.
But it can be speculated that the discussion method, because of its additional characteristic of providing for
negotiation/argument during instruction, can potentiate constructivist instructional strategy to produce superior
achievement by integrated science students. This speculation was experimentally investigated in this study by
using 47 (22 boys and 25 girls) junior secondary school students (grade 8) in Warri Municipality of Nigeria and
a non-equivalent control group design. These students were randomly assigned to treatment and control groups
and taught energy concepts. Analysis of posttest scores using a 2 x 2 (two levels of method of instruction and
gender) ANOVA indicated that there was no significant effect of method (F(1,44) = 3.88, p > 0.05), gender (F(1,44)
= 0.14, p > 0.05) and interaction of method by gender (F(1,44) = 2.98, p > 0.05). The implications of these results
for integrated science teaching are addressed in this article.
Keywords: Discussion method; field trips; integrated science; constructivist instructional strategy; achievement.
1. Introduction
Integrated science teaching emphasizes fundamental unity of scientific phenomena by dissolving artificial
boundaries that compartmentalize such phenomena. One of the advantages of this unity is that the subject matter
of study is related to real-life problems. Another advantage is that it agrees with the psychological nature of
primary and junior secondary school students which allows them to see events and phenomena from a holistic
perspective. A number of methods of teaching can be used for presenting integrated science lessons to express
this fundamental unity. They include: discovery-inquiry method; project method, simulations and games, field
trips, discussion, programmed instruction and e-instruction. But only two of them-field trips and discussion
methods are the focus of this study.
Discussion method, according to Larson (1997) citing Wileen and White, is characterized by a structured
conversation among participants who present, examine, compare and understand similar and diverse ideas about
an issue. In a teaching/learning situation premised on discussion, the learner is not a passive recipient of corpus
of scientific knowledge but on active participant. It enables the learner to exercise his critical thinking capacity
and logical system of reasoning which are imperatives of meaningful learning of integrated science. Omatseye
(2007) supports Larson (1997) by saying that discussion teaching method is a design that provides opportunity
for exchange of views between teacher and students, and students and students. She says further that the method
emphasizes the process of “coming to know” as valuable as “knowing the right answer” and that the students in
such a class are not passive listeners and the teacher is not a sole performer.
This teaching method is important in at least three ways. The first is that it helps a student to learn how to
develop value processing skills that relate to changes that occur in his society (Omatseye, 2007). The second is
that it encourages team work between all the participants in the class leading to cooperative learning which
Okebukola (1986) endorses as a facilitator of cognitive and affective outcomes. The third which is speculative,
is that it can help the student develop social intelligence since it involves listening to others and respecting their
opinions and contributions. These characteristics and advantages of the discussion method converge to indicate
that it is “useful adjunct to constructivist epistemology for organizing integrated science instruction.
Field trip, as a method of teaching, provides outdoor learning experiences for the students. Teaching and
learning outside the classroom and within the tenets of field trip, transcend the use of models, theories, principles
and concepts. It emphasizes the use of real-life objects, phenomena and events in an integrated manner. This
agrees with the philosophy of integrated science teaching.
There are several advantages of field trips. The first is that it presents a holistic and panoramic view of the
phenomenon under study in its natural and real setting and this is in accord with the philosophy of integrated
science. The second is that it provides an opportunity for the students to engage all the five senses; sight,
hearing, smell, taste and touch in the learning process. The third is that it provides the much needed link
between theory and reality during the teaching/learning process. The fourth is that, principally because of its
interactive nature and the break of monotony of studies in the classrooms, students remember what they learn

Vol.4, No.13, 2013
2
during field trips.
Constructivism is based on an epistemology which sees a learner’s prior knowledge as very crucial, not just
tangential, to meaningful learning. Another important tenet is that learners are purposive (Driver & Oldham,
1986) and this implies that they cannot learn meaningfully by being passive. Construction of meaning or sense-
making cannot take place if the teacher perceives his role as that of authoritarian disseminator of the subject
matter of integrated science. It can take place if the teacher organizes conducive learning environment for
negotiation, which according to Jegede and Taylor (1998), enables him and the learners to arrive at some
consensus of meaning.
A typical sequence of instructional events using this epistemology is given as follows:
Determine students’ or pupils’ prior knowledge (alternative conceptions, see Abimbola, 1988), using
different methods (see Igwebuike, 2012).
Catalogue the alternative conceptions according to types;
Determine the conflict or dissonance level (see Igwebuike, 1991);
Present the subject matter of study;
Carry out conflict resolution through negotiation which will lead to consensus building (Jegede & Taylor,
1998);
Test, with the students, the usefulness, fruitfulness and intelligibility of the students alternative conceptions
vis-à-vis the subject matter of study;
Discussions about application of the knowledge (meaning constructed, developed);
Determination of the students affective state after they have discarded their dissonant alternative
conceptions.
Strands of research evidence converge to endorse the efficacy of the constructivist instructional strategy (Rowell
& Dawson, 1985; Trumper, 1990, 1991; Asim, 1999; Bajah & Asim, 2000; Igwebuike, 2012; Ndioho, 2007) for
science teaching.
Authentic learning in science is much more likely to occur from an instructional strategy that is based on
constructivist epistemology. This type of learning is achieved, according to Cey (2001), if instruction is
designed to facilitate, stimulate, and recreate real-life complexities and events. Taber (2006) suggests that
science teaching is more effective if existing ideas are considered because learners’ existing ideas impact
learning of science.
Fittell (2010) concluded in his study that the constructivist model implemented in the study brought about
desired result. Although O’Donnell (2000) is of the opinion that not all learners benefit from having unlimited
control over their own learning, Karagiorgi and Symeou (2005) strongly suggested that accommodating
constructivist perspective by instructional designers can help them respond to the learning requirement of the
21st century.
Discussion method appears to be more closely related to the constructivist epistemology than the field trip. This
is mainly because discussion and constructivist epistemology reject authoritarian dissemination of subject matter
by the teacher and the perception of teacher as the sole performer in the learning situation. The second reason is
that discussion as a method of teaching is akin to negotiation in the class to arrive at a consensus of meaning
which is a major aspect of instruction premised on constructivist epistemology. It can be conjectured, from the
foregoing, that discussion method of teaching integrated science will be superior to field trip when they are used
within constructivist flavour. The intention in this study, therefore, was to examine the efficacy of these two
methods within constructivist learning environments. Okebukola (1992) observes that despite its appeal, the
issue of boy/girl differences in concept-mapping and achievement has hardly been addressed. Similarly, this
issue has not been addressed with respect to application of constructivist instructional strategy or discussion
method of teaching.
Three research questions were addressed in this study.
1. Is there a difference in cognitive achievement between integrated science students taught using
discussion method within constructivist learning environment and their counterparts taught using field
trip?
2. Is there a difference in cognitive achievement in integrated science between boys and girls?
3. Is there a significant interaction effect of method by gender in cognitive achievement in integrated
science?
2. Method
2.1 Subjects. A total of 47 integrated science students of Dom Domingos Secondary School Warri, Nigeria
were involved in this study. The subjects (22 boys and 25 girls) ranged in age between 12 years, 4 months and
15 years, 5 months. One intact class was randomly selected for the study from 7 classes that constituted junior
secondary 2 (grade 8) in the school.

Vol.4, No.13, 2013
3
2.2 Instruments. Data on meaningful learning were collected using a test referenced to the content of the
lessons. The test has 30 multiple-choice items drawn from energy concept as in the table of specification used.
A sample of the items is provided below:
1. Energy is ….
a. a concrete object
b. something that moves
c. something that is invented to help us study change sin object
d. gas used for cooking
2. Energy is crude oil comes from the ....
a. soil
b. sea
c. sun
d. oil mineral companies.
3. A bulb connected to a battery lights because ….
a. electric energy is converted into light energy
b. heat energy is converted into light energy
c. mechanical energy is converted into light energy
d. kinetic energy is converted into light energy
4. When a boy is riding a bicycle the chemical energy he possesses is converted into ….
a. heat energy
b. mechanical energy
c. sound energy
d. solar energy
According to Ausubel, Novak and Hanesian (1978), Novak (1981), and Okebukola (1990), to assess meaningful
learning, a test must be at the comprehension level and beyond. But because of the level of development of the
students, it was ensured that approximately 50% of the items on the test was at the comprehension level, 30% at
the application level, 10% at the analysis level, 6% at the synthesis level and 3% at the evaluation level in the
table of specification. Consequently, the original (39 items prepared for the test was submitted to a validation
panel made up of 2 experts in test construction and 3 experts in integrated science teaching. Their suggestions
with respect to content validity of the items were used in the selection of the 30 items in the test. Psychometric
integrity of the test was determined using a pilot sample of 44 grade 8 students from another junior secondary
school in two ways. The first is that the discriminatory power and difficulty indexes of the items were
determined using suggestions by Mehrens and Lehmann (1975). The difficulty index was found to be between
0.31 – 0.73 while the index of discriminatory power is between 0.29 – 0.68. These measures are within
acceptable ranges. The second is that the split-half reliability coefficient stepped up by the Spearman-Brown
formula was determined as 0.89.
Another instrument, Interview-about-Instances (IAI) designed and popularized by Osborne and Gilbert (1980a, b)
was used for probing students alternative conceptions. Instances of the sub-concepts studied were presented on
different cards by means of line drawings. Guides for the interview protocol suggested by the Learning in
Science Project of the University of Waikato, New Zealand were followed. The content coverage of the IAI
cards was also ascertained by the panel of 2 experts in integrated science teaching mentioned in the last
paragraph.
2.3 Design and Procedure. A non-equivalent control group design with random assignment of the two groups
to experimental (those taught using discussion) and control (those taught using field trips) groups was carried out
to examine any possible treatment effect due to exposure to the methods. The two groups shared common
curriculum content. IAI was organized for 12 randomly selected subjects from the two groups using the cards
with line drawings of the sub-concepts. This was done to determine their alternative conceptions of the sub-
concepts. The alternative conceptions were compared with the scientific conceptions and used as bases for
organizing instruction based on a constructivist epistemology as outlined in the typical sequence of instruction in
introductory section of this paper. This instructional strategy was common to discussion and field trip methods of
teaching used for experimental and control groups respectively.
Discussion method was used by organizing series of structured and free conversation among the subjects in the
experimental group. They were made to examine and compare the similarities and differences between their
alternative conceptions and the scientific conceptions of study. There was free exchange of views among the
subjects and the teacher (one of the researchers) participated as one of the discussants. The teacher also provided
the guidelines and prompted the subjects during the discussion sessions. His role deviated from the traditional
role of authoritarian disseminator of knowledge of subject matter or concepts studied to that of assisting the
students to assess and express their observations about competing or confliction ideas and to arrive at a

Vol.4, No.13, 2013
4
consensus of meaning. The teacher provided appropriate instructional media, where applicable to prompt
assessment and discussion.
Field trip method of teaching was used by providing outdoor learning experiences of the concepts studied. The
subjects were taken out to suitable sites for first hand experiences with the phenomena under study. They were
assisted by the teacher to compare their alternative conceptions with the scientific conceptions of study with
respect to the observations they made using their sense organs.
A pretest was given to the two groups before the commencement of treatments which lasted for 9 weeks with 2
lessons per week. After this period of treatment, the two groups were given the posttest. The pretest and posttest
were administered in the same manner.
3. Results
The subjects in the experimental and control sub-sample were found to be equivalent with respect to their
knowledge of the concepts before treatment commenced. This is shown by the results of the t-test conducted on
the pretest scores (t(45) =0.94, p>0.05) (see Table 1).
Table 1
Means, Standard Deviations and t-test comparing Discussion and Field trip Groups on the Pretest
N Mean SD t
Discussion 23 10.43 2.12
0.94*
Field trip 24 11.27 2.41
* Not significant at 0.05 alpha level
Table 2
Means and Standard Deviations of the Groups according to Levels of the Variables (Posttest)
N Method
Discussion Field trip Row
Gender
Male
n = 12 n = 10 n = 22
x = 20.08 x = 15.25 x = 17.67
SD = 3.61 SD = 3.37 SD = 3.52
Female
n = 11 n = 14 n = 25
x = 18.05 x = 17.64 x = 17.85
SD = 4.02 SD = 4.26 SD = 4.13
Column n = 23 n = 24
x = 19.10 x = 16.34
SD = 3.81 SD = 3.81
Table 3
Summary of the 2 x 2 ANOVA on Posttest
Source df SS MS F
Main effect
Method 1 245.18 245.18 3.88*
Gender 1 9.07 9.07 0.14*
Interaction
Method x Gender 1 188.06 188.06 2.98*
Error 42 2652.42 63.15
* p > 0.05
With a mean score of 19.10 on the posttest, the experimental group students who were taught using discussion
method did not demonstrate significantly superior performance (F(1,44) =3.88, p>0.05) over the control group
(taught using fieldtrip) that had a mean score of 16.24 (see tables 2 and 3). This means that the difference
observed between the two groups was due to chance factors. Boys with a group mean of 17.67 on the posttest
did not show significantly superior performance (F(1,44) = 0.144, p > 0.05) over the girls that had a mean score of
17.85 (see Tables 2 and 3 ) there was no significant difference between boys and girls. Table 2 also indicates that
there was no significantly gender by method interaction effect (F(1,44) =2.98, p>0.05).
4. Discussions, Implications and Conclusions
The purpose of this study was to determine the efficacy of discussion and field trips methods of teaching

Vol.4, No.13, 2013
5
integrated science with a constructionist flavour. The study also determined if there would be gender differential
in the achievements by boys and girls in addition to interaction effect of gender and method. The data from the
study do not provide support for superiority of the discussion method over fieldtrips in enhancing the
achievement of students in integrated science lessons (F(1,44) = 3.88, p>0.05).
This result contradicts the characteristics of the discussion method which make it closer to the constructivist
epistemology than the field-trip method. One of the characteristics, according to Omatseye (2007), is that it
provides opportunity of exchange of views between the teacher and students, and students and students. She says
further that it helps a student to learn how to develop value processing skills that relate to changes that occur in
his society. Exchange of views and development of value processing skills needed by the students for testing the
fruitfulness, intelligibility and plausibility of their alternative conceptions are major tenets of the constructivist
epistemology. It was expected that the discussion method would potentiate the constructivist epistemology when
used within a constructivist flavour.
Another characteristic of the discussion method that is noteworthy is the observation that it encourages team
work between all the participants in the class leading to cooperative learning which facilitates cognitive and
affective achievement (Okebukola, 1986). This second characteristic converges with the first to upgrade the
expectation of superiority over the fieldtrip in facilitating achievement in integrated science.
Speculatively, this result indicating no significant differences in achievement in integrated science among grade
8 students taught using discussion method and their counterparts taught using fieldtrip method within
constructivist flavour, can be explained by two factors. The first is the nature of pretest/posttest used in this study.
It is made up of a number of multiple-choice test items. This factor has been implicated in some studies
(Igwebuike & Oriaifo, 2012) aimed at determining the efficacy of constructivist epistemology of teaching
integrated science to grade 8 student and in which cognitive achievement were assessed using multiple-choice
test items. Assessment of the impact of the use of discussion method for teaching integrated science cannot be
effectively carried out with only multiple-choice items. Affective aspects of achievement, for instance, should be
included in the assessment.
A second plausible factor is associated with the nature of discussion as a method of teaching. This is contrary to
the didactic or teacher-dominated lessons which the students are used to. It was possible that the students thought
that such discussions would not be for purpose of test or examination. Fieldtrips are more teacher-dominated
than discussion method.
Tables 2 and 3 show no remarkable difference in means of boys and girls (F(1,44) =0.144; p>0.05).This result
contradicts Okebulola’s (1992) findings that achievements by boys and girls was task dependent. For instance,
he observes, the boys displayed significantly better problem-solving abilities than the girls. But with a type of
problem that requires cognizance of animal behavior, ecological concept of food chain and the nutritional
concept of vitamins to solve, the boys underachieved. But Ogunleye’s (1996) study aimed at determining the
levels of acquisition of process skills among physics students following instruction in physics provided evidence
which indicated that male students gained more that female students.
Lack of a remarkable difference between boys and girls in this study can be explained by the fact that the
stereotypical image of feminine behavior within the cultural milieu in which the study was carried and which
restricted competitive zeal among the girls is beginning to dwindle. Girls are beginning to psyche themselves up
to believe that they can beat the boys in different endeavours.
It is mind-bogging to observe that there was no significant interaction of gender by method in this study (F(1,44)
2.98; p>0.05). It was expected that discussion method and fieldtrips would facilitate achievement in integrated
science by boys or girls. This expectation is predicated on the results of study by Isyaku and Kalgo (1996) that
there was gender difference in the academic achievement in maths of female field independents and female
dependents, and male field-independents and male field dependents in favour of the females.
A major implication of the result of this study for integrated science teaching is that science teachers, as well as
science teacher educators, should have no special preference for either discussion method of field trips for
teaching integrated science within a constructivist flavour. The seemingly closer relationship between discussion
method and constructivist epistemology does not make it superior to the field trips for teaching integrated
science within constructivist framework.
Another implication of the result is that integrated science teachers should pay equal attention to boys and girls
while teaching integrated science to grade 8 students. In addition, they should pay equal attention to the levels of
both gender and method used in this study since there was no remarkable interaction effect of gender by method.
The overarching prediction of this study was that discussion method of teaching within a constructivist flavour
will lead to more superior achievement in integrated science by grade 8 students than the fieldtrips. But data
obtained from the study do not support this prediction. This study should be replicated because of two major
reasons. The first is that the design used in the study (non-equivalent control group design) does not provide
strict control, and as a result, probable effects of some confounding variables may tamper with external validity.

Vol.4, No.13, 2013
6
Secondly, the measurement of cognitive achievement which involved only objective test items is lopsided. There
may be the need also to measure affective achievement of students while comparing the efficacy of the
discussion and field trip methods within a constructivist flavour. Other studies whose designs will incorporate
triangulation within this rationale are suggested to further pursue this line of inquiry aimed at improving
integrated science teaching.
On the basis of the foregoing, cautious interpretation and application of the conclusions of this study to
integrated science teaching are encouraged. Nevertheless, the desirability of the rationale and the general
direction of enquiry attempted in this study cannot be controverted.
References
Abimbola, I. O. (1988). The problem of terminology in the study of students conceptions in science. Science
Education, 72(2), 175 – 184.
Asim, A. E. (1998). An evaluation of the relative effectiveness of two interactive approaches based on the
constructivist perspective for teaching primary science unpublished Ph.D. thesis, University of Ibadan, Nigeria.
Ausubel, D. P., Novak, J. D. & Hanesiuan, H. C. (1978). Educational psychology: A cognitive view. New
York: Holt, Rinehart & Winston.
Bajah, S. T. & Asim, A. (2000). Constructivism and science learning: Experimental evidence in a Nigerian
setting. Journal of the World Council for Curriculum and Instruction, Nigeria Chapter, 3(1), 106-114.
Cey, T. (2001). Moving towards constructivist classroom. http://www.usak.ca/education/coursework/
802papers/ceyt/ceyt.htm Retrieved 16 December,2004
Driver, R. & Oldham, V. (1986). A constructivist approach to curriculum development in science education.
Studies in Science Education. 12, 105 – 122.
Fittell, D. (2010). Inquiry-based science in a primary classroom: Professional development impacting practice.
M.Ed. Thesis, Queensland University of Technology, Australia.
Igwebuike, T. B. (1991). Managing cognitive dissonance during science instruction. Journal of the Science
Teachers’ Association of Nigeria, 27 (1) 155 – 162.
Igwebuike, T. B. (2000). Effects of a constructivist instructional strategy on students’ achievement in integrated
science. Unpublished Ph.D. Thesis, University of Benin, Benin-City, Nigeria.
Igwebuike, T. B. (2012). The effects of conceptual change pedagogy on learning outcomes on energy concepts
by high achievers in integrated science. International Journal of Research Studies in Educational Technology.
DOI: 10.5861/ijrset.2012.123. Retrieved 27, October, 2012.
Igwebuike, T. B. (2011). Towards reducing tenacity of alternative conceptions in science in integrated science
classrooms: Effects of some interventions in a non-western culture. A research paper, College of Education,
Warri, Nigeria.
Igwebuike, T. B. & Oriaifo, S. (2012 ). Nature of classroom environment and achievement in science: A test of
efficacy of constructivist instructional strategy. International Journal of Research Studies in Educational
Technology, 1(2), 17 – 29.
Isyaku, K. & Kalgo, F. (1996). Sex differences in the academic achievement of field independent/dependent
junior secondary school students in Sokoto State. Journal of Teacher Education, 7, 91 – 97.
Jegede, O. J. & Taylor, P. C. (1998). The role of negotiation of a constructivist oriented hands-on minds-on
science laboratory classroom. Journal of the Science Teachers’ Association of Nigeria. 33 (1 & 2), 88 – 98.
Karagiorgi, Y. & Symeou (2005). Translating constructivism into instructional design: potentials and
Limitations. Educational Technology and Society, 8(1), 17 – 27.
Larson, B. (1997). Influences of social studies teachers’ use of classroom discussion. Paper presented at the
Annual Meeting of the College and University Faculty Assembly of the National Council for the Social Studies:
Cincinnati, O H.
Mehrens, W. A. & Lehmann, I. J. (1975). Measurement and evaluation in education and psychology. New
York: Holt, Rinehart & Winston.
Ndioho, O. F. (2007). Effect of constructivist-based instructional model on senior secondary students’
achievement in biology. In U. Nzewi (ed.) Science, Technology and Mathematics Education for Sustainable
Development Ibadan, Nigeria: Heinemann Educational Books 98 – 101.
Novak, J. D. (1981). The use of concept mapping and knowledge vee mapping with junior secondary school
students. Ithaca, N. Y.: Cornell University Press.
O’ Donnell, A. M. (2000). Constructivism by design and practice: a review. Issues in Education, 3(2), 285-294.
Ogunleye, A. O. (1996). Levels of acquisition of process skills among some physics students and implications
for science education. Journal of the Science Teachers’ Association of Nigeria, 31 (1 & 2), 39 – 46.
Okebukola, P. A. (1986). Cooperative learning and students’ attitude to laboratory work. School Science and
Mathematics, 84, 582 – 590.

Vol.4, No.13, 2013
7
Okebukola, P. A. (1990). Attaining meaningful learning of concepts in genetics and ecology: A test of the
efficacy of the concept – mapping heuristic. Journal of Research in Science Teaching, 27(5) 493 – 504.
Okebukola, P. A. (1992). Can good concept mapper be good problem solvers in science? Research in Science
& Technological Education, 10(2), 153 – 170.
Omatseye, B. O. (2007). The discussion teaching method: An interactive strategy in tertiary learning Retrieved
October 3, 2011 from http://findarticles.com/p/articles/mi_qa3673/is_1_128/ai
Osborne, R. J. & Gilbert, J. K. (1980a). A technique for exploring students’ views of the world. Physics
Education, 15, 376 – 379.
Osborne, R. J. & Gilbert, J. K. (1980b). A method for investigating concept understanding in science. European
Journal of Science Education. 2(3) 311– 321.
Rowell, J. & Dawson, C. (1985). Equilibration, conflict and instruction: A new class-oriented perspective.
European Journal of Science Education, 7(4), 331 – 344.
Taber, K. (2006). Beyond constructivism: The progressive research programme into learning science. Studies
in Science Education, 42, 125 – 184.
Trumper, R. (1990). Being constructive: An alternative approach to the teaching of the energy concept Part I.
International Journal of Science Education, 12(4), 411 – 436.
Trumper, R. (1991). Being constructive: An alternative approach to the teaching of energy concept Part II.
International Journal of Science Education, 13(2), 142 – 160.

This academic article was published by The International Institute for Science,
Technology and Education (IISTE). The IISTE is a pioneer in the Open Access
Publishing service based in the U.S. and Europe. The aim of the institute is
Accelerating Global Knowledge Sharing.
More information about the publisher can be found in the IISTE’s homepage:
http://www.iiste.org
CALL FOR PAPERS
The IISTE is currently hosting more than 30 peer-reviewed academic journals and
collaborating with academic institutions around the world. There’s no deadline for
submission. Prospective authors of IISTE journals can find the submission
instruction on the following page: http://www.iiste.org/Journals/
The IISTE editorial team promises to the review and publish all the qualified
submissions in a fast manner. All the journals articles are available online to the
readers all over the world without financial, legal, or technical barriers other than
those inseparable from gaining access to the internet itself. Printed version of the
journals is also available upon request of readers and authors.
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische
Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial
Library , NewJour, Google Scholar

A test of the efficacy of field trip and discussion approaches to teaching integrated science within a constructivist flavour

More Related Content

What's hot (20)

Viewers also liked (20)

Similar to A test of the efficacy of field trip and discussion approaches to teaching integrated science within a constructivist flavour (20)

More from Alexander Decker (20)

Recently uploaded (20)

A test of the efficacy of field trip and discussion approaches to teaching integrated science within a constructivist flavour